few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- 10 can be thought of as a bundle of ten ones — called a “ten.”
problem_activity: Narrative
The purpose of this activity is for students to solve two story problems involving adding or subtracting multiples of 10. Students are presented with a familiar context from a previous lesson in which students counted cubes in different bags. The quantities of cubes are described using representations that students are familiar with, and students add or subtract in a way that makes sense to them. The familiar context and representations are used to help students make sense of adding and subtracting tens. In the synthesis, students compare and connect the different representations used for each problem (MP2).
MLR6 Three Reads.
Keep books or devices closed. To launch this activity, display only the problem stem, without revealing the question. “We are going to read this story problem three times.” After the 1st Read: “Tell your partner what happened in the story.” After the 2nd Read: “What are all the things we can count in this story?” Reveal the question. After the 3rd Read: “What are different ways we can solve this problem?”
Advances: Reading, Representing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Double 10-frames
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles and double 10-frames.
Activity
Read the task statement.
7 minutes: independent work time
3 minutes: partner discussion
Monitor for students who show:
towers of 10
base-ten drawings
__ tens and __ tens
expressions or equations
Student Facing
Jada is counting collections of cubes.
In Bag A there are 30 cubes.
In Bag B there are 2 towers of 10.
How many cubes are in the two bags all together?
Show your thinking using drawings, numbers, or words.
Tyler is counting a collection of cubes.
In Bag C there are 7 towers of 10.
He takes 40 cubes out of the bag.
How many cubes does he have left in the bag?
Show your thinking using drawings, numbers, or words.
Student Response
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Advancing Student Thinking
If students attempt to add or subtract using single cubes (or representations of single cubes), consider asking:
“How are you planning to find out how many cubes there are now?”
“How could you use what we've learned about tens to solve this problem?”
Activity Synthesis
Invite previously identified students to share their representations.
“How are these representations the same? How are they different?”


correct_option_index: 1